Poor student achievement and lack of motivation go hand in hand. Professors and colleges are helping students to stay focus by providing financial, non-financial, and social rewards. Student motivation is crucial because it can affect the performance of a student. The types of rewards in my survey where college students ranked from 1 “not motivating at all” and 10 “very motivating” include scholarships, extra credit, curves, participation points, National Honor Society, fraternities/sororities, merit/cum laude on degree, movie tickets for the highest grade, and future grad school/academics. While these college students do not completely agree on everything, the results clearly show that they do strongly agree on some rewards. Extrinsic rewards
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College students are attracted to any additional work that may help their academics. Out of twenty-six students, twenty-six found extra credit to be motivating, eighteen found participation points to be very motivating and nine found it to be somewhat motivating. Fifteen found curves to be highly motivated, nine found it to be somewhat motivating, and two students ranked it not motivating at all. Motivating with equity theory can relay with college students in that curves and participation points are needs students have and professors should distribute these intrinsic rewards in a justly matter. In addition, one can infer that college students are driven by the expectancy theory, because students with good performance expect to be rewarded with non-financial rewards. The professor may encounter students that have a lot of tension but are trying to well, so it is expected for the professor to act accordingly and help the students by providing these opportunities. Fraternities and sororities were ranked to be somewhat motivating for college students, but it is not at the top of the list. However, National Honor Society was found to be highly motivating, because being part of organization may attract future employers. Non-financial rewards are important for students and it shows that professors have a good heart and care about the performance of their …show more content…
In the survey, twenty-six out of twenty-six ranked merit and graduating cum laude highly motiving to perform better in college. Future graduate schools and academic choices were ranked highly motiving as well. These social rewards are tied with academic performance which by far are vastly significant. Graduating cum laude and having the option to choose the desire graduate school indicates the student went above and beyond in undergraduate school. The performance of students can be applied in the goal-setting theory because students who continuously do well in school indicate he/she were able to handle specific and challenging goals. The reward of movie tickets for the student with the highest grade in class was rank the least motivating at all. College students found this reward to not be motivating at all because it is not beneficial for his/her future academics. It is clear that graduating cum laude it is highly valued over movie tickets. The findings in this survey suggest that college students are motivated by financial, non-financial, and social rewards. For the most part, the results of the data portray that financial and non-financial rewards have greater valued than social rewards. The results of the survey were clear in that students are motivated by rewards that will help them achieve the end product and satisfy his/her
College students are attracted to any additional work that may help their academics. Out of twenty-six students, twenty-six found extra credit to be motivating, eighteen found participation points to be very motivating and nine found it to be somewhat motivating. Fifteen found curves to be highly motivated, nine found it to be somewhat motivating, and two students ranked it not motivating at all. Motivating with equity theory can relay with college students in that curves and participation points are needs students have and professors should distribute these intrinsic rewards in a justly matter. In addition, one can infer that college students are driven by the expectancy theory, because students with good performance expect to be rewarded with non-financial rewards. The professor may encounter students that have a lot of tension but are trying to well, so it is expected for the professor to act accordingly and help the students by providing these opportunities. Fraternities and sororities were ranked to be somewhat motivating for college students, but it is not at the top of the list. However, National Honor Society was found to be highly motivating, because being part of organization may attract future employers. Non-financial rewards are important for students and it shows that professors have a good heart and care about the performance of their …show more content…
In the survey, twenty-six out of twenty-six ranked merit and graduating cum laude highly motiving to perform better in college. Future graduate schools and academic choices were ranked highly motiving as well. These social rewards are tied with academic performance which by far are vastly significant. Graduating cum laude and having the option to choose the desire graduate school indicates the student went above and beyond in undergraduate school. The performance of students can be applied in the goal-setting theory because students who continuously do well in school indicate he/she were able to handle specific and challenging goals. The reward of movie tickets for the student with the highest grade in class was rank the least motivating at all. College students found this reward to not be motivating at all because it is not beneficial for his/her future academics. It is clear that graduating cum laude it is highly valued over movie tickets. The findings in this survey suggest that college students are motivated by financial, non-financial, and social rewards. For the most part, the results of the data portray that financial and non-financial rewards have greater valued than social rewards. The results of the survey were clear in that students are motivated by rewards that will help them achieve the end product and satisfy his/her